Teacher Training and Teachers’ Challenges Between Theory and Practice in the Light of the Competency-Based Approach in EFL Classes: the Case of High School Teachers in Béjaïa, Boumerdes & Tizi-Ouzou
| dc.contributor.author | Belhocine Safia | |
| dc.date.accessioned | 2024-09-11T09:54:02Z | |
| dc.date.available | 2024-09-11T09:54:02Z | |
| dc.date.issued | 2022 | |
| dc.description | 108p. : Ill. en coul. ; 30cm(+CD-Rom) | |
| dc.description.abstract | This dissertation aims to shed light upon the issue of pre-service teacher training (TT) in Algeria, more specifically English as a foreign language teacher training (EFL TT) in the light of the Competency-Based Approach (CBA). It documents the alignment between the pre-service theoretical EFL TT and the principles of CBA. It also investigates the challenges teachers face while implementing the Competency- Based Approach in their classrooms. The overall scope is to contribute to the improvement of teacher training in Algeria so that it efficiently prepares teachers for the implementation of CBA.The data collection took the form of questionnaires addressed to graduate EFL teachers, interviews held with in-service TEFL inspectors together with a content analysis of the official documents related to the application of the CBA in the Algerian education system. The findings of this empirical investigation reveal a prevalence of the pre-service TT theoretical curriculum in disfavour of the teaching practice. This state of things prevents the student teachers from practising the CBA principles and justifies many of the challenges in-service teachers face in their classrooms. Henceforth, the alignment of the insufficient pre-service teaching practice in the EFL TT with these challenges is confirmed. These findings indicate the need for enhancing pre-service EFL TT by adjusting it to the CBA principles. This can occur through the Curriculum update as well as with the collaboration of the inspectors of National Education and teachers who are best indicated for providing feedback about the pre-service teacher training weaknesses. | |
| dc.identifier.citation | DIDACTICS OF FOREIGN LANGUAGES | |
| dc.identifier.uri | https://dspace.ummto.dz/handle/ummto/24311 | |
| dc.language.iso | en | |
| dc.publisher | Mouloud Mammeri University | |
| dc.subject | challenges | |
| dc.subject | Competency-Based Approach | |
| dc.subject | pre-service teaching practice | |
| dc.subject | pre-service theoretical curriculum | |
| dc.subject | teacher training | |
| dc.title | Teacher Training and Teachers’ Challenges Between Theory and Practice in the Light of the Competency-Based Approach in EFL Classes: the Case of High School Teachers in Béjaïa, Boumerdes & Tizi-Ouzou | |
| dc.type | Thesis |